Canadian medical education journal最新文献

{"title":"A learner-led conference to enhance interdisciplinary social accountability education in healthcare: participant perspectives on engagement and educational experience.","authors":"Meera Chopra, Rebecca Wong, Reeya Kothari, Yevin Cha, Mohammad Jay","doi":"10.36834/cmej.81393","DOIUrl":"10.36834/cmej.81393","url":null,"abstract":"<p><p>We developed the Interdisciplinary Social Accountability Conference in Healthcare to address educational gaps and empower learners to advocate for healthcare needs. This conference aimed to strengthen social accountability competencies in students through three areas: (1) a learner-led planning model that promotes initiative-taking and leadership, (2) interactive sessions on locally relevant topics, and (3) a student research showcase to foster interdisciplinary dialogue. Survey findings demonstrated high engagement and positive experiences with cross-disciplinary networking. We encourage institutions to adopt similar learner-led initiatives, facilitating students to take an active role in shaping social accountability education and supporting attendees in gaining practical skills through workshops on locally-relevant issues. These initiatives will equip learners with the collaborative mindset and skills required to improve health outcomes in their communities.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 4","pages":"76-82"},"PeriodicalIF":0.0,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13581846/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148992793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using telesimulation to introduce a rural virtual support program to family medicine residents.","authors":"Jeanne MacLeod, Frank X Scheuermeyer","doi":"10.36834/cmej.81024","DOIUrl":"10.36834/cmej.81024","url":null,"abstract":"<p><p>Rural and remote physicians face challenges including management of critically ill patients. At eleven British Columbia resident teaching sites, seven of which were rural, we developed interactive video simulation sessions for treating such patients, and these were video-preceptored by a remotely located physician providing real-time debriefing. Family medicine residents found this program acceptable and educational, felt it increased confidence in managing sick patients, and could lead to future rural experiences and retention. Given this program additionally decreases cost and time of simulations due to less travel, we anticipate similar benefits for other Canadian family medicine programs.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 4","pages":"72-75"},"PeriodicalIF":0.0,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13581841/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148992598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How do academic institutions assess and demonstrate their social mission? A scoping review protocol.","authors":"Randa Oubouchou, Julie Massé, Marco Zaccagnini, Linda Bergeron, David Rojas, Marie-Claude Tremblay, Erin Cameron, Allison Brown, Tim Dubé","doi":"10.36834/sxbqck41","DOIUrl":"10.36834/sxbqck41","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 4","pages":"83-89"},"PeriodicalIF":0.0,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13581850/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148992291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"[Rethinking Social accountability in Health].","authors":"Farhat Saja, Ahmed Maherzi","doi":"10.36834/qh97n370","DOIUrl":"10.36834/qh97n370","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 4","pages":"90-93"},"PeriodicalIF":0.0,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13581905/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148992860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Addressing clinical encounter variability in family medicine clerkships.","authors":"Delane Linkiewich, Oksana Babenko, Karen L Forbes, Ann Lee","doi":"10.36834/cmej.81579","DOIUrl":"10.36834/cmej.81579","url":null,"abstract":"<p><p>Clinical reasoning and associated clinical decision-making (CDM) skills are crucial to determining an accurate diagnosis and appropriate management plan. Medical trainees are intended to learn these skills in the clinical environment, yet these settings are inherently variable leading to gaps in clinical cases encountered. Selecting and incorporating meaningful clinical scenarios with active student participation help address variability in clinical encounters necessary to enhance learning CDM. Expanding CDM sessions using key feature questions and a team-based learning approach could address clinical encounter gaps and continued development of CDM skills across clerkships.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 4","pages":"68-71"},"PeriodicalIF":0.0,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13581876/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148992856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Bespoke to the patient: a qualitative study on learning to manage multimorbidity in family medicine.","authors":"Martina Ann Kelly, Kristy Penner, Aaron Johnston","doi":"10.36834/cmej.81580","DOIUrl":"10.36834/cmej.81580","url":null,"abstract":"<p><strong>Introduction: </strong>The rising prevalence of multimorbidity poses a significant challenge to healthcare systems. However, medical education predominantly emphasizes single-disease frameworks, offering limited guidance on how learners can navigate the complexities of managing co-existing health conditions. Given the high incidence of multimorbidity in family medicine, this study aimed to explore the experiences of family medicine residents in managing multimorbidity, with the goal of informing curriculum development.</p><p><strong>Methods: </strong>We conducted a qualitative study comprising four focus groups (mean duration 47 minutes) with a convenience sample of 28 family medicine residents learning in urban and rural settings. Data were analyzed inductively using reflexive thematic analysis. We drew on generalism and adaptive expertise as sensitizing theoretical lenses to support thematic development and our final interpretation.</p><p><strong>Results: </strong>Participants described a shift from their undergraduate focus on \"getting the list\" of diagnoses toward a more nuanced, patient-centred approach to multimorbidity, which they characterized as \"bespoke to the patient.\" Throughout residency, learners reported increased confidence conducting more flexible consultations-incorporating social determinants of health, the unique patient's context, realizing and navigating how healthcare structures impact, and sometimes impede, patient care. Balancing competing priorities became a key feature of their evolving practice, supported by exposure to diverse patient populations, meaningful preceptor relationships, and varied clinical environments. Residents increasingly identified their role coordinating the patient's care team, leveraging a generalist perspective to organize care and address complexity.</p><p><strong>Conclusions: </strong>Family medicine residents described learning to manage multimorbidity as a developmental process of acquiring generalist adaptive expertise, supported through working in a variety of learning environments. Encouraging preceptors to explicitly share strategies-such as managing limited time and navigating health system constraints-may further enhance resident education in caring for patients with multimorbidity.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 4","pages":"16-26"},"PeriodicalIF":0.0,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13581849/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148992840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Where is the lifestyle medicine in the Canadian undergraduate medical education curricula? A content analysis.","authors":"David Vaz, Sarah Ibrahim, Aleksandra Pikula","doi":"10.36834/cmej.81526","DOIUrl":"10.36834/cmej.81526","url":null,"abstract":"<p><strong>Background: </strong>Lifestyle Medicine (LM) focuses on preventing and managing non-communicable diseases (NCDs) through evidence-based behavioural and therapeutic interventions. Despite the established efficacy of LM, its integration into Canadian undergraduate medical education (UGME) remains largely unexamined.</p><p><strong>Methods: </strong>We employed a deductive and inductive summative content analysis methodology. We collected publicly available course and program descriptions for each UGME program across Canada. Further, we contacted deans/curriculum leads for additional curriculum documentation. Documents were coded according to references to various domains of LM as defined by the American College of LM and British Society of LM.</p><p><strong>Results: </strong>The sample comprised 13 UGME programs, with 1327 documents included for the final review. Notable variability across institutions was noted with reference to LM integration. LM topics were more frequently included in pre-clerkship and required courses compared to clerkship and electives. Notably, nutrition, mental wellbeing, and physical activity were most frequently referenced, while sleep health and social connectedness were less represented.</p><p><strong>Conclusions: </strong>To our knowledge, this study is the first to formally map the current practices of LM integration in Canadian UGME. Although there were some study limitations (e.g., exclusion of 25% of Canadian UGME programs), this mapping is integral to identify the current state of the curricula and inform future educational initiatives to enhance medical trainees' LM-related knowledge and skills. This in turn, may potentially help address modifiable risk factors for NCDs and improve population health outcomes.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 4","pages":"3-15"},"PeriodicalIF":0.0,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13581910/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148992746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Measuring medical student wellbeing longitudinally: a psychometric systematic review of commonly used scales.","authors":"Henry Li, Youri Kim, Victor Do, Aliya Kassam, Kyle Chankasingh, Melanie Lewis","doi":"10.36834/cmej.82091","DOIUrl":"10.36834/cmej.82091","url":null,"abstract":"<p><strong>Background: </strong>Longitudinal measurements of medical student wellbeing are needed to evaluate the impacts of training and potential interventions, but the psychometric evidence underlying commonly used wellbeing scales is unclear, impairing selection decisions. We therefore synthesized the psychometric evidence of the most common scales employed to measure self-reported medical student wellbeing longitudinally.</p><p><strong>Methods: </strong>We conducted a psychometric systematic review based on the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) guidelines. We searched seven databases and gray literature in March 2023 for psychometric studies in medical students of 53 scales. Two independent reviewers completed screening and data extraction and resolved conflicts via discussion. We assessed study quality and psychometrics using COSMIN methodology and pooled results for internal consistency and test-retest reliability when there were ≥2 studies per scale.</p><p><strong>Results: </strong>Of 2374 abstracts, we included 133 studies. Over a quarter (26.4%) of study scales lacked psychometric evidence in medical students. Internal consistency was the most studied property (118 studies), while there were no studies on measurement error. There was sufficient evidence of internal consistency for 30 scales and construct validity for 34 scales. However, there were only 1-6 scales with sufficient evidence for each of the remaining properties. Study quality varied widely and only 20 of them reported participant ethno-racial identity.</p><p><strong>Conclusions: </strong>Many scales commonly used to measure medical student wellbeing longitudinally lack medical student-specific psychometric evidence. Among those that do, few have any evidence beyond internal consistency and construct validity. Future psychometric studies are needed in diverse populations to better inform scale selection.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 4","pages":"41-67"},"PeriodicalIF":0.0,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13581895/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148992643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"[10^th International francophone forum on health sciences education].","authors":"","doi":"10.36834/5y99pq24","DOIUrl":"https://doi.org/10.36834/5y99pq24","url":null,"abstract":"","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 4","pages":"94-182"},"PeriodicalIF":0.0,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13581873/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148992825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessment burden by design: exploring the variability in competence by design assessment forms.","authors":"Romaisa Ismaeel, Jamie Riggs, Mary Ott, Andrew K Hall, Catherine Patocka, Andrew Petrosoniak, Adam Szulewski, Teresa Chan, Brent Thoma","doi":"10.36834/cmej.81428","DOIUrl":"10.36834/cmej.81428","url":null,"abstract":"<p><strong>Background: </strong>The Royal College of Physicians and Surgeons of Canada's (RCPSC) Competence by Design (CBD) framework has been criticized for increasing assessment burden due to the high number of required Entrustable Professional Activity (EPA) assessments. Another contributing factor may be the inefficient design of assessment forms. We explored variability in form design to identify differences that could impact learners' and assessors' experience with CBD.</p><p><strong>Methods: </strong>Annotated assessment forms for the 'Core 1' (C1) EPA were collected in March 2023 from all (<i>n</i> = 14, 100%) RCPSC emergency medicine (EM) residency programs in Canada that had implemented CBD. Forms were divided into six sections to compare their design. The variability between form sections was described relative to RCPSC recommendations on form design.</p><p><strong>Results: </strong>EPA assessments were completed within six learning management systems. Variability was found throughout the form including the number of context variables, included milestones, milestone rating criteria, and text boxes for narrative feedback; phrasing of narrative feedback prompts, milestone descriptions, and entrustment score criterion; visual presentation of the entrustment score; arrangement of form components; and the components' selection format. The mandatory completion of form components was inconsistent. Some forms could be partially completed by residents. One form added a global performance rating scale. The number of clicks required to complete a form ranged from 12 to 47.</p><p><strong>Conclusion: </strong>We found considerable variability in the design of the EM C1 EPA assessment form. Variations that make completion more challenging could increase assessment burden. CBD programs should be aware of this and seek to optimize the design of their forms.</p>","PeriodicalId":72503,"journal":{"name":"Canadian medical education journal","volume":"17 4","pages":"27-40"},"PeriodicalIF":0.0,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13581871/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148992767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}